City University of New York (CUNY) CUNY Academic Works Publications and Research Kingsborough Community College Spring 2015 Sociology Program Assessment Report 2014-15 Barbara R. Walters CUNY Kingsborough Community College How does access to this work benefit you? Let us know! Follow this and additional works at: http://academicworks.cuny.edu/kb_pubs Part of the Sociology Commons Recommended Citation CUNY School of Professional Studies, Assessment Report 2014-15; Sociology Program -- Barbara R. Walters, Academic Director; with David Halle, Kimberley Robinson, Melanie Lorek, and Bonnie Oglensky This Report is brought to you for free and open access by the Kingsborough Community College at CUNY Academic Works. It has been accepted for inclusion in Publications and Research by an authorized administrator of CUNY Academic Works. For more information, please contact AcademicWorks@cuny.edu.
BA IN SOCIOLOGY PROGRAM ASSESSMENT Our Mission: Program Overview The CUNY School of Professional Studies launched the Bachelor of Arts (BA) Degree in Sociology in 2011, the third of our fully online baccalaureate programs created for degree completers. As part of the CUNY mission of access, the Sociology Program offers day and evening advising, online tutors, and writing assistance, in addition to course offerings during the summer and a brief winter session. Students have access to the award-winning online Newman Library at Baruch College and to a host of other resources that are part of our etensive online student support services. All faculty complete training in digital communication tools, online course design, and online course delivery, ensuring that substantive knowledge of sociology is coupled with online pedagogical epertise. The Sociology Program curriculum is designed to help students succeed in the 21 st century, where careers are marked by perpetual change, diversity, and enhanced educational requirements. The curriculum, modeled on eemplars from the American Sociological Association 2006 Task Force Report, Liberal Learning and the Sociology Major, 1 utilizes active learning and eportfolio pedagogical strategies to help students achieve generally accepted learning goals. Students master sociological concepts, theories and substantive areas, along a trajectory that couples deep learning with technological, numeracy, and information literacy. Students in the SPS Online BA in Sociology Program apply what they learn to urban institutions, organizations, inequalities, globalization, and cultural diversity through staged and scaffolded constructivist learning projects that are integrated into every course. Substantive topics and cases are coupled at every level in the program with basic tools for social science theorizing and research: observation, interviews, survey questionnaires, demography, and statistical analysis. An emphasis on Writing-in-the-Disciplines ensures the development of critical thinking skills as students prepare papers integrating important sociological questions with information gathering and evaluation. Students learn how to link theories with evidence and to communicate effectively with various audiences through different styles and media in measured steps. Quantitative reasoning and data analysis tools and skills, embedded via a planned sequence at every level, help students strengthen math and science proficiencies. An emphasis on globalization encourages them to envision the contemporary world through the lens of cultural diversity and interdependent communities as they work with peers to build skills for collaboration with others in multi-cultural and international situations. Thus students connect theorizing, the application of basic research tools, and the scientific method across the curriculum as they address fascinating and comple real-life social questions and issues. Program Goals The Sociology Program goals: 1 McKinney, Kathleen, Carla B. Howery, Kerry J. Strand, Edward L. Kain, and Catherine White Berheide. 2004. Liberal Learning and the Sociology Major Updates: Meeting the Challenge of Teaching Sociology in the Twenty-First Century. Washington, D.C.: American Sociological Association. 1
I. Foster the development of a critical perspective, quantitative data retrieval and analysis skills, observational skills, and empathy for others, as well as ecellent written and oral communication skills. II. Complement and enhance the eight other sociology programs at CUNY. III. Gain a global perspective. IV. Provide through online and hybrid platforms modes of instruction more broadly accessible to working New Yorkers and others than a traditional face-to-face degree program, facilitating participation for students whose work and family schedules make travel to classes especially challenging. V. Offer the potential to enroll students from across the country and around the world, drawing students from diverse locations who can bring to bear knowledge and eperiences from the places they live, enriching the program and CUNY. Program Learning Objectives Upon completion of the B.A. in Sociology, students will: I. Demonstrate and Apply General Knowledge of Sociology: Select and appropriately apply key concepts, substantive areas, empirical findings, and historical trends in sociology to eplain significant issues or problems. II. Understand and Apply Sociological Theories: Eplain, compare, and evaluate theoretical approaches in relationship to problems in the socio-historical contets in which they emerged and utilize them to generate theories relevant to current or historical social issues. III. Evaluate Globalization Processes and Global Inequality: Document and eplain globalization, global inequality, and cultural diversity as the contetual landscape for transnational migration, sustainable development, cultural transformations, and human rights. IV. Conduct Research and Analyze Data: Identify significant research questions, theorize, and then utilize basic research methods in sociology, including research design, data analysis, and interpretation to address the research question. V. Communicate Effectively in Writing: Effectively develop and epress ideas in writing in different genres and styles. VI. Prepare for Professional Career or Graduate School: Integrates curricular and co-curricular eperiences to develop career or graduate school plans. The Sociology Program Curriculum The BA in Sociology Program curriculum was designed and created following principles articulated in a 2005 American Sociological Association Task Force Report. The sociology learning objectives suggested in this report were included in the CUNY School of Professional Studies Proposal to Establish a Bachelor of Arts in Sociology. 2 From these, an initial set of Learning Objectives were developed for the Sociology Program (Cf. Supplementary Material). The Academic Director of the BA in Sociology Program worked closely with each faculty member in developing courses to ensure that the level appropriate program learning objectives were at the center of each course design and the assignments, a distinct advantage in starting from scratch. The program and course learning objectives were communicated to students through the BA in Sociology Program Eportfolio. And, students have 2 SPS Proposal to Establish a Bachelor of Arts in Sociology Program, pp. 31-32 Approved by: SPS Curriculum Committee (12-17-2010); Approved by SPS Governing Council (1-6-2011); Approved by the CUNY Board of Trustees; Approved by the SED 2
been required to read and reflect on them as part of their capstone eperience. Careful review of course sites and course delivery during our semester observation process and has ensured that modifications of courses conform to the program learning objectives. Our utilization of eportfolios across the curriculum has been especially helpful in maintaining a high level of visibility for course learning objectives, assignments, and student learning outcomes. Students in the program must complete 120 hours of course work, including General Education requirements, si core sociology courses, plus five sociology electives. Detailed requirements for the B.A. can be found in Table 1 below. A brief overview of the program can also be found in the Power Point presentation, Sociology: Envisioning the Major in the 21 st Century, and in the recently published Making Connections National Resource Center, Catalyst for Learning: School of Professional Studies Blog. Pivotal to the program curriculum design is a pyramid structure, which captures the intent of the ASA Task Force Report. A complete program review in 2013 brought the BA in Sociology Program into compliance with the CUNY Pathways initiative, resulting in minor curriculum changes. Changes to the Sociology Program resulting from the 2013 review also included the addition of two minors: Sociology General and Cultural Sociology. The General Sociology minor requires students to complete SOC 101 plus an additional 9 hours of sociology courses; the Cultural Sociology minor requires students to complete specific courses: TABLE 1: Degree Requirements Area Details Credits General Education Common Core Requirements 39 Major Requirements Sociology Core 18 3 credits from Inequality 3 Major Electives 3 credits from Institutions 3 9 additional credits from either area, 6 of which must be upper division courses. 9 Free Electives Credits may be additional sociology courses, gen. ed. courses or courses from other programs. 48 TOTAL 120 3
Comple Data Analysis Data Collection; Coding; Content Analysis; Descriptive Statistics Data and Graph Etraction: Social Eplorer; Focused Interviews; Reading Graphs and Tables SOC 499 400-Level SOC Advanced Quantitative Analysis SOC 310 300-Level SOC RM201 200-Level SOC Table 1: Core Courses in Sociology SOC 101 Introduction to Sociology 3 RM 201 Introduction to Research Methods 3 SOC 302 Advanced Quantitative Analysis 3 SOC 310 Foundations of Sociological Theory 3 SOC 499 Senior Capstone 3 Advanced Research (Select One) SOC 490 Ethnography 3 SOC 491 Comparative Methods 3 Program Assessment 3 Plans for program assessment were built into the curriculum design and development process. In October of 2013, the Sociology Academic Community Leader, Kimberley Robinson (also a member of the initial Sociology Program Committee), eecuted a review of the learning objectives from all eisting syllabi (see Fall 2013 Sociology Course Syllabi Learning Objectives in Supplementary Material). Because of the central role of critical thinking and quantitative literacy for Sociology graduates, the Academic Director, Barbara Walters, and CSI Writing Fellow, Melanie Lorek, queried the use of quantitative reasoning and research methods in each course (Fall Survey on 3 The assessment process follows from the procedures outlined in ASA Task Force on Assessing the Undergraduate Sociology Major. 2005. Creating an Effective Assessment Plan for the Sociology Major. Washington, D.C.: The American Sociological Association. 4
Research Methods in Courses in Supplementary Material). Program Learning Objectives. These activities resulted in an emendation of the In November 2013, all Sociology instructors and course designers completed a course-level assessment survey. The survey instrument required each faculty member or designer to specify for their course(s) the program learning objectives addressed, the course learning outcomes, and then to identify assignments that address each course learning outcome. The results of this work can be found in the Supplementary Material. Careful analysis and iterative fitting resulted in the Sociology Curriculum Map, which identifies the program learning objectives met in each course. The Curriculum Map is appended; it is a working document, to be refined and adjusted as part of our ongoing assessment and curriculum development process. Assessment Overview A preliminary assessment project in Summer 2014 provided the foundation for more refined rubrics for signature assignments at the course level, for the program learning outcomes, and for curriculum revision. Beginning at the end, the rubrics for evaluating the SOC 499 Senior Capstone were revised and the senior projects of fifteen graduates were assessed. Additionally, signature assignments were reviewed and revised to address program and course learning outcomes more directly. Over the net five years, learning outcomes, signature assignments, and rubrics for all sociology courses will be revisited and refined. Student learning outcomes for each course will be assessed according to the schedule below. Every summer, the learning outcomes and rubrics for the SOC 499 Senior Capstone will be revisited and the work of all graduates will be assessed to ensure that graduates meet program standards. The process will also function as a means of perpetual iterative fitting between the realities of student learning, our curriculum, assignments, and the assessment instruments. The assessment process thus plays an integral role in decision-making for our curriculum. SEMESTER COURSES PROGRAM LEARNING OUTCOMES Summer 2014 SOC 499 Senior Capstone Learning Outcomes 1-7 Senior Winter 2015 SOC 216, Inequality Learning Outcomes Inequality and Gen Spring 2015 SOC 208 Learning Outcomes Inequality and Gen Inequality Fall 2015 SOC 206 Learning Outcomes Institutions and Gen Institutions Spring 2016 SOC 207 Learning Outcomes Institutions and Gen Institutions Summer 2016 SOC 310 Learning Outcomes Core SOC 302 Fall 2016 SOC 304 Learning Objectives Inequality (Junior) Inequality Spring 2017 SOC 320 Learning Objectives Inequality (Junior) Inequality Summer 2017 SOC 405 Learning Objectives Institutions (Senior) Institutions Fall 2017 SOC 406 I Learning Objectives Institutions (Senior) Institutions Spring 2018 SOC 490 Learning Objectives 1-7 Senior - Junior Methods Summer 2018 SOC 499 Senior Capstone Learning Objectives 1-7 Senior 5
Five-Year Assessment Plan Core 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 SOC 101 RM 201 SOC 302 SOC 310 SOC 499 SOC 490 SOC 491 SOC 497 Inequality SOC 203 SOC 208 SOC 216 SOC 304 SOC 313 SOC 320 SOC 418 Institutions SOC 206 SOC 207 SOC 226 ORGD 341 SOC 319 SOC 405 SOC 406 SOC 407 SOC 408 SOC 419 6
Assessment: Summer 2014 During Summer 2014, three selected faculty (Kimberley Robinson, David Halle, and Melanie Lorek), working with the Academic Director, Barbara Walters, refined the SOC 499 Senior Capstone Final Project Rubrics. The revised SOC 499 Senior Capstone rubrics on the following page were utilized in the assessment of learning outcomes for the fifteen graduates of the Sociology Program from 2012-2014, that is, all graduates from the launch of the program in Fall 2011 to the present.. Each participating member on the assessment team was assigned to use the revised rubric to evaluate either seven or eight capstone projects, assigning scores in five categories: Abstract, Research Hypothesis, Literature Review, Quantitative Methods, and Writing and Format. The results are presented on Table 2 below. Each student is identified in Column 1 with a number. Each faculty evaluator is identified in Column 2 with a number and a color, representing their assigned evaluation projects. Two faculty members were assigned to evaluate eight student projects, and two were assigned to evaluate seven student projects. The student projects were loaded onto a Digication assessment site for ease of access and faculty evaluators were provided with the SOC 499 Senior Capstone rubric. Students were identified on the rubric with a number and faculty recorded scores in the five categories, using the weights and descriptions built into the rubric. The maimum score for each project was 100 points. The last column in Table 2 represents the sums of the individual category ratings on each project by the assigned faculty evaluators. Below these numbers in the last column are the means or average of the two total faculty scores by student. A mean score of 70 or higher indicates that the student met the learning objectives. Table 3 represents the average score for each of the evaluators. TABLE 2 Student # SOC 499 ASSESSMENT ASSIGNEMENTS: SUMMER 2014 Faculty Abstract Research Hypothesis Literature Review Quantitative Methods Writing and Format Summary Total and Mean 1 1 8 8 26 26 16 84.0 1 2 7 7.5 22.5 22.2 15.5 74.7 1 MEAN 79.35 2 3 8.5 8.5 24 24 16.5 81.5 2 4 8.5 8.5 25.5 23.4 17 82.9 2 MEAN 82.2 3 1 10 10 30 30 20 100 3 4 10 10 30 30 20 100 3 MEAN 100 4 3 8.5 8.3 26.5 26.5 19 88.8 4 1 10 10 30 30 17 97.0 4 MEAN 92.9 5 4 8.5 9.5 28.8 25.2 19 91.0 5 3 8.5 0 25 26.7 19 79.2 5 MEAN 85.1 6 3 5 7 23.5 21.5 16 73.0 7
6 2 7.5 7.5 21 21.4 14 71.4 6 MEAN 72.2 7 1 7 7 24 21 15 74.0 7 3 5 9 26 27 18 85.0 7 MEAN 79.5 8 4 8.5 8.5 26.5 27.5 16 87.0 8 2 9 8 27.5 26.6 18.5 89.6 8 MEAN 88.3 9 1 8 9 28 29 19 93.0 9 4 9.5 8.5 28.5 27.6 19 93.1 9 MEAN 93.05 10 3 8.5 7.5 25.5 22.8 16 80.3 10 2 8.5 10 28.5 27.6 18.5 93.1 10 MEAN 86.7 11 1 10 10 30 28 20 98.0 11 3 9.5 9 27 25.7 18.5 89.7 11 MEAN 93.85 12 4 7.5 0 15 7.5 7.5 37.5 12 2 8 8.5 25 23.6 14.5 79.6 12 MEAN 58.55 13 1 8 8 21 21 16 74.0 13 2 8 7 19 15 16 65.0 13 MEAN 69.50 14 4 9.5 9.5 27.5 26.4 19 91.9 14 2 9.5 8.5 28.5 28 19 93.5 14 MEAN 92.7 15 1 10 10 28 30 19 97.0 15 2 9.5 9.5 27.5 28.6 19 94.1 15 MEAN 95.55 Table 3 -- FACULTY EVALUATORS 1 2 3 4 84 74.7 81.5 82.9 100 71.4 88.8 100 97 89.6 79.2 91 74 93.1 73 87 93 79.6 85 93.1 98 65 80.3 37.5 74 93.5 89.7 91.9 97 94.1 89.6 82.6 82.50 83.3 8
Summer 2014 Assessment Results The assessment of SOC 499 outcomes with the revised rubric and multiple evaluators resulted in lower scores for students than recorded for the purposes of grades. While the Ns for each set of project scores are too small to calculate precisely the inter-rater reliability, there are striking features that suggest a need for additional communication prior to the actual assessment activities, perhaps a norming session. Nonetheless, according to the assessment results, all but one student met the learning objectives with a score of 70 or higher, and for the one eception, the difference in the scores for the two evaluators is quite striking. In Fall 2014, faculty involved in the assessment and then all faculty met to discuss the results of the first assessment project and our future assessment plans. The refined capstone rubrics will be provided to all faculty and to all students. The improved clarity regarding epectations should result in a closer match between assessment scores and grades and to higher overall student achievement. Additionally, the assessment project points to areas in the curriculum that might be amplified for building requisite skills: writing abstracts and literature reviews, creating research hypotheses, quantitative methods, and writing more generally. Closing this gap should follow naturally from curriculum and course modifications and the ongoing assessment process in accordance with the schedule in this report, continued in Wnter/Spring 2015 with the assessment of our 200-level Inequality courses. Winter/Spring 2015 Assessment During Winter/Spring 2015, two selected faculty members (Kimberley Robinson and Melanie Lorek), working with Acting Academic Director, Bonnie Oglensky and the Academic Director, Barbara Walters, created rubrics for program learning outcomes for the Inequality 200-level course (appended). The rubrics were utilized in the assessment of learning using signature assignments for twelve randomly selected students completing work in SOC 208 Urban Sociology in Fall 2014 and for twelve randomly selected students completing work in SOC 216 Social Problems in Spring 2014. Each participating member on the assessment team was assigned to use the rubric to assess signature assignment projects and to assign scores in si categories from the Curriculum Map (appended): Key Sociological Concepts; Eplanations of Inequality Patterns; Research Hypothesis; Research Literature Review; Research Methods; and Writing. The results are presented on Tables 3 and 4 below. Each student is identified in Column 1 by a number. Each faculty evaluator is identified in Column 2 with initials and a color, representing their assigned evaluation projects. Each faculty member was assigned to evaluate all 24 selected student assignments. The student assignments were loaded onto a Digication assessment site for ease of access and faculty evaluators were provided with the Inequality rubric. Students were identified on the rubric with a number and faculty recorded scores in the si categories, using the weights and descriptions built into the rubric. The maimum score for each project was 100 points. The last column in Table 2 and Table 3 represents the sums of the individual category ratings on each project by the assigned faculty evaluators. Below these numbers in the last column are the means or average of the two total faculty scores by student. A mean score of 70 or higher indicates that the student met the learning objectives. 9
Table 4 # Faculty Eplanations of Inequality Patterns 1.3 20% Research Hypoth. 4.1, 4.2 10% Research Literature Review 1.2, 1.3, 4.2 20% Research Methods 4.2, 4.3. 30% Writing 5.1 10% Total Score 100% 1 KR 17.50 7% 16.5 26% 8.5 85.5 1 ML 0.14 0.08 0.16 0.26 0.07 79.20 0.16 0.08 0.16 0.26 0.08 82.35 2 KR 18 7 16 26 7.5 82.5 2 ML 0.18 0.10 0.17 0.27 0.08 0.89 0.18 0.09 0.17 0.26 0.08 0.86 3 KR 17 7 15 26.5 8.5 82 3 ML 0.14 0.07 0.16 0.15 0.07 0.67 0.16 0.07 0.16 0.21 0.08 0.75 4 KR 17 7.5 16 26.5 8.5 83 4 ML 0.18 0.09 0.18 0.26 0.09 0.89 0.17 0.08 0.17 0.26 0.09 0.86 5 KR 19 9.5 17.5 28 9.5 92 5 ML 0.20 0.10 0.20 0.30 0.10 1.00 0.20 0.10 0.19 0.29 0.10 0.96 6 KR 19 7 19 26.5 9 89 6 ML 0.20 0.10 0.20 0.30 0.10 1.00 0.20 0.09 0.20 0.28 0.10 0.95 7 KR 17 7.5 16 26 8.5 83 7 ML 0.16 0.08 0.18 0.26 0.08 0.84 0.17 0.08 0.17 0.26 0.08 0.83 8 KR 19 8.5 18 28.5 10 93 8 ML 0.20 0.10 0.20 0.30 0.10 1.00 0.20 0.09 0.19 0.29 0.10 0.97 9 KR 17 8.5 17.5 24.1 8 83.6 9 ML 0.18 0.08 0.19 0.27 0.08 0.88 0.18 0.08 0.18 0.26 0.08 0.86 10
10 KR 19 9 19 28 9.5 94 10 ML 0.18 0.09 0.18 0.26 0.09 0.89 0.19 0.09 0.19 0.27 0.09 0.92 11 KR 19 8 18 27.5 9.5 91 11 ML 0.18 0.09 0.18 0.26 0.09 0.89 0.19 0.09 0.18 0.27 0.09 0.90 12 KR 18 8 17.5 26.5 8 87 12 ML 0.16 0.08 0.15 0.24 0.08 0.79 16.50 8.00 16.25 25.25 8.00 82.95 MEA NS 17.8 8.39 17.57 26.41 8.69 87.42 Table 4 SOC 208 ASSESSMENT ASSIGNMENTS: SPRING 2015 (for assignments from Fall 2014) # Faculty Key Sociologic al Concepts 1.1 10% Eplanations of Inequality Patterns 1.3 20% Research Hypothesis 4.1, 4.2 10% Research Literature Review 1.2, 1.3, 4.2 20% Research Methods 4.2, 4.3. 30% Writing 5.1 10% Total Score 100% 1 KR 7.5 14% 7% 15% 27.2 9.50 79.2 1 ML 8% 14% 8% 17% 27% 8% 82.00% 7.75% 14% 7.50% 16% 27.10% 8.75% 80.60% 2 KR 9 17 9 16 15.30% 8 84.3 2 ML 9% 18% 9% 18% 27% 9% 90% 9% 17.50% 9% 17% 21.15 8.50% 87.15 3 KR 8.5 17 8 16 27.4 8.5 85.4 3 ML 10% 20% 10% 20% 30% 10% 100% 9.25% 18.50% 9% 18% 28.70% 9.25% 92.7 4 KR 7 15 8 16 22 8 76 4 ML 8% 17% 8% 17% 24.40% 8% 82.40% 11
7.50% 16% 8% 16.50% 23.2 8% 79.20% 5 KR 8 16 8.5 16 22 8 78.5 5 ML 9% 18% 9% 17% 26.40% 9% 88.40% 8.50% 17% 8.75% 16.50% 24.2 8.50% 83.45 6 KR 7 14 8.5 8 23 7 74.5 6 ML 7% 14% 8% 7% 25.90% 7% 68.90% 7% 14% 8.25% 7.50% 24.45% 7% 71.70% 7 KR 7 15 7 15 23 8.5 75 7 ML 8.50% 17.90% 10% 17.90% 25.40% 8% 87.70% 7.75% 16.45% 8.50% 16.45% 24.20% 8.25% 81.35% 8 KR 7 14 7 16 26.5 8 64 8 ML 8% 17.90% 9% 17% 25.30% 8.50% 85.7 7.50% 15.95% 8% 16.50% 25.90% 8.25% 74.85 9 KR 8 0 7 15 23 8 61 9 ML 9% 18% 9% 18% 24.20% 8% 86.20% 8.50% 9% 8% 16.50% 23.6 8% 73.60% 10 KR 8.5 14 8.5 17.5 26.5 8 72 10 ML 10% 20% 10% 20% 29.00% 10% 99.00% 9.25 17% 9.25% 18.75% 27.75% 9% 85.50% 11 KR 7 15 8 15 24 5 74 11 ML 10% 20% 10% 15.90% 25.50% 9% 90.30% 8.50% 17.50% 9% 15.45% 24.75% 7% 82.15% 12 KR 8 18 8.5 17 28 9 88.5 12 ML 10% 20% 10% 20% 30% 10% 100% 9 19 9.25 18.5 29 9.5 94.25 8.29 15.99 8.54 16.14 25.33 8.33 82.21 Winter/Spring 2015 Assessment Results In our 200-level inequality courses, students are meeting the learning goals for gateway courses, as agreed upon by the CUNY Sociology Pathways committee, as well as basic goals needed for successful completion of our upper division courses. Fall 2015, faculty involved in the assessment project will meet to discuss the results of the assessment of our 200-level Inequality course and make plans for course modifications as needed. Our net step, 12
as outlined in our assessment schedule, will be the assessment of 200-level institutions courses as funds become available. 13
CORE SOC 101 Intro SOC 301 Intro toresearch Methods SOC 302 Advanced Quantitative Analysis SOC 310 Foundations of Sociologicl Theory SOC 490 Ethnography SOC 491 Comparative Methods SOC 497 Sociology Internship SOC 499 Senior Capstone INEQUALITY SOC 203 Race, Class and Gender SOC 208 Urban Sociology SOC 216 Social Problems SOC 304 Global Culture and Diversity SOC 313 Stratification SOC 320 Sociology of the Body SOC 418 Social Movements & Collective Beh INSTITUTIONS SOC 206 Sociology of the Family SOC 207 Intro to Criminal Justice SOC 226 Sociology of Religion SOC 319 Self and Social Interaction SOC 405 Sociology of Culture SOC 406 Sociology of Education SOC 407 Sociology of Health & Medicine SOC 408 Political Legal Sociology SOC 419 Digital Rev & Inf Society SOC 470 Special Topics in Sociology SOCIOLOGY PROGRAM CURRICULUM MAP Outcome 1. Demonstrates and Applies General Knowledge of Sociology: Selects and appropriately applies key concepts, substantive areas, empirical findings, and historical trends in sociology to eplain significant issues or problems. Specific Learning Outcomes 1.1 Defines, provides eamples, and accurately applies key sociological concepts. 1.2 Eamines and critiques ideological assumptions underlying enduring social institutions, including structure, function, and social integration processes. D 1.3 Provides theoretically sound, empirically based eplanations for patterns of inequality: race, class, gender, LBGT, religion. D Outcome 2. Understand and Apply Sociological Theories: Eplains, compares, and evaluates theoretical approaches in relationship to problems in the socio-historical contets in which they emerged and utilizes them to generate theoretical questions relevant to current or historical social issues. Specific Learning Outcomes 2.1 Eplains, compares, and applies key ideas, perspectives and levels in sociological theory. 2.2 Analyzes sociological theories as responses to and/or reflections upon the socio-historical contet and culture in which they were developed. 2.3 Critically evaluates theories for contempary sociological research and appropriately applies them to generate empirical research questions and create hypotheses. D Outcome 3. Evaluate Globalalization Processes and Global Inequality: Documents and eplains globalization, global inequality, and cultural diversity as the contetual landscape for transnational migration, sustainable development, cultural transformations, and human rights. Specific Learning Outcomes 3.1 Compares and contrasts nations at different levels of human development and the impact on individual lives and life chances. D 3.2 Analyzes modernization processes with respect to impact on our global cultural heritage and the natural environment. D 3.3 Identifies, etracts and applies principles from appropriate human rights normative guidelines to general and specific cases of inequality. D 3.4 Eplains and provides eamples of the impact of immigration and demographic transitions on cultural and economic institutions in America. D Outcome 4. Conduct Research and Analyze Data: Identifies significant research questions, theorizes, and then utilizes basic research methods in sociology, including research design, data analysis, and interpretation to address the research question. Specific Learning Outcomes
4.1 Designs and eecutes an empirical research project that integrates sociological theories with basic sociological research methods. D D 4.2 Demonstrates proficiency in locating information, evidence, facts and knowledge, identifying, summarizing and evaluating relevant and objective sources. 4.3 Designs a research strategy to collect and analyze data relevant to the research question, clearly identifying independent, dependent, and other control or moderator variables. D 4.4 Generates and interprets basic descriptive statistics from collected data or data banks and creates graphs and tables. 4.5 Selects statistical tools and then generates and interprets statistical analyses including associations among multiple variables. 4.6 Understands and applies ethical standards and protocol to research and other professional situations (ASA COPE; 45 CFR 46). D Outcome 5. Communicate Effectively in Writing: Effectively develops and epresses ideas in writing in different genres and styles. Specific Learning Outcomes 5.1 Writes a clear and concise sociological analysis pertaining to an issue, social event, sociological concept, or problem. D 5.2 Demonstrates effective writing for different purposes and audiences. D 5.3 Creates, revises, and edits a research project report including organization, content, data integration, using ASA format and style. Outcome 6. Prepares for Professional Career or Graduate School: Integrates curricular and co-curricular eperiences to develop career or graduate school plans. 6.1 Connects relevant etra-curricular, life and work eperience with academic knowledge. 6.2 Demonstrates a developing sense of self as a professional, building on prior eperiences to respond to new and challenging contets. 6.3 Develops a professional career plan and supporting materials (CV, letters, statement of purpose). Specific Learning Outcomes
SOC 499 Senior Capstone Assessment Rubric Student Number Program Learning Outcome Evidence Ecellent Good Satisfactory Fails to Meet Standard Abstract -- 5.3 A succinct abstract summarizes all parts of the research project. 9-10 8.0-8.9 7.0-7.9 0 10% Research Hypothesis 4.1, 4.2 10% Research Literature Review 4.1, 4.2, 2.2, 5.1 30% Research Quantitative Methodology 4.2, 4.3, 4.4, 4.5 30% Writing 5.3 20% The project presents a clearly stated empirical research question, which is grounded in theory and directly connected to the research project. A thorough review of the relevant research literature (25 references) provides a contet for the research question, one that: A. Demonstrates proficiency in locating information, evidence, and factual information. B. Critically evaluates theories and evidence in relevant sociological research reports. C. Synthesizes key information to present a thesis with relevant sub-theses, counterarguments, and specific evidence. A research methods section; A. Clearly describes a solid research design or strategy, including details on subjects, sampling procedures (or data bank), and any questionnaires with independent (predictor), dependent (outcome) and any moderator variables (social factors) clearly identified. B. Demonstrates significant facility: 1) In generating and interpreting basic descriptive statistics from collected data or data banks and creates graphs and tables. 2) In using a data analysis program, such as SPSS, Ecel, or Social Eplorer. 3) The selection and application of appropriate tools to generate and interpret statistical data analysis including associations among multiple variables and tests of significance (Cf. alternate standard for comparative analyses). C. Succinctly and accurately describes and interprets results. Creates, revises, and edits a polished research project report, free of spelling and grammar errors, including organization, content, and data integration, appropriate to ASA format and style. A. Tet B. References 9-10 8.0-8.9 7.0-7.9 0 A) 9-10 8.0-8.9 7.0-7.9 0 B) 9-10 8.0-8.9 7.0-7.9 0 C) 9-10 8.0-8.9 7.0-7.9 0 A) 9-10 8.0-8.9 7.0-7.9 0 B. 1) 3-3.3 2.6-3.3 2.3-2.5 0 B. 2) 3-3.3 2.6-3.3 2.3-2.5 0 B. 3) 3-3.3 2.6-3.3 2.3-2.5 0 9-10 8.0-8.9 7.0-7.9 0 9-10 8.0-8.9 7.0-7.9 0 9-10 8.0-8.9 7.0-7.9 0
SOC 216 Social Problems Assessment Rubric Student Number Program Learning Outcome Evidence Ecellent Good Satisfactory Fails to Meet Standard Demonstration and Application of General Knowledge of Sociology 1.1, 1.3 10% (or 12.5%) Research Hypothesis 4.1, 4.2 10% (or 12.5%) Research Literature Review 1.2, 1.3, 4.2 20% (or 25%) (each segment = 12.5%) Research Methods 4.2, 4.3, 4.6 30% (or 37.5% -- component A= 12.5%, components in B each = 4.2%; and component C= 12.5%) Defines, provides eamples, and accurately applies key sociological concept, and provides theoretically sound, empirically based eplanations for patterns of inequality: race, class, gender, LBGT, religion. The project presents a clearly stated empirical research question, which is grounded in theory and directly connected to the research project. 9-10 11.25-12.5 8.0-8.9 10-11.24 7.0-7.9 8.75-9.9 9-10 8.0-8.9 7.0-7.9 0 A review of the relevant research literature provides a contet for the research question, one that: A. Demonstrates proficiency in locating information, evidence, and factual information. B. Critically evaluates theories and evidence in relevant sociological research reports. A) 9-10 8.0-8.9 7.0-7.9 0 B) 9-10 8.0-8.9 7.0-7.9 0 A research methods section; A. Demonstrates proficiency in locating information, evidence, facts and knowledge, identifying, summarizing and evaluating relevant and objective sources. B. Demonstrates significant facility: 1) In collecting and analyzing data relevant to the research question, clearly identifying independent, dependent, and other control or moderator variable. 2) In using a data analysis program, such as SPSS, Ecel, or Social Eplorer. 3) Understands and applies ethical standards and protocol to research and other professional situations. C. Succinctly and accurately describes and interprets results. A) 9-10 8.0-8.9 7.0-7.9 0 B. 1) 3-3.3 3.78-4.2 2.6-3.3 3.36-3.77 2.3-2.5 2.94-3.35 B. 2) 3-3.3 2.6-3.3 2.3-2.5 0 B. 3) 3-3.3 2.6-3.3 2.3-2.5 0 0 0 Writing 5.1, 5.2 10% (or 12.5%) Writes a clear and concise sociological analysis pertaining to an issue, social event, sociological concept, or problem. C) 9-10 8.0-8.9 7.0-7.9 0 9-10 8.0-8.9 7.0-7.9 0
Assessment Rubrics Category Scoring Guide Ecellent The paper is eemplary with respect to the objective. It reflects superior levels of pertinent sociological knowledge and perspective, methodological grasp, analytical abilities, and/or writing skill. Good The paper shows competence with respect to the objective. It reflects a solid command of pertinent sociological knowledge and perspective, methodological grasp, analytical abilities, and/or writing skill. Satisfactory The paper is mediocre with respect to the objective. It reflects a passable command of pertinent sociological knowledge and perspective, methodological grasp, analytical abilities, and/or writing skill. Fails to Meet Standards The paper does not meet the objective. It shows little to no command of pertinent sociological knowledge and perspective, methodological grasp, analytical abilities, and/or writing skill.